This study was conducted to narrate and describe the becoming of a teacher. Seven pre-service teachers were purposively identified as respondents of the study. Data were gathered through the use of observations, interviews, and portfolios made by the pre-service teachers. A duly validated interview scale constructed by the researcher was used as guide during the interviews. Data were gathered, analyzed, and interpreted to reach the findings from where conclusions and recommendations were drawn. The respondents’ perception of a teacher as a profession was that “it’s like sculpturing”, not sculpturing with wood or stone; rather, a sculpturing of human person. The task are difficult but challenging, noble, and rewarding. Getting into teaching is getting into the world of sharing and an unending process of living for both pupils and teachers. They were always aware that one does not get rich in the teaching profession. The pre-service teachers went into the teaching profession because of “the influence of some people”, “the profession improves self-esteem” and because of the respondents’ desire to “share and impart knowledge”. That the tasks in the teaching profession are different from those of the other professions was the least reason for the respondents to pursue the teaching profession. The primary difficulty encountered by the pre-service teachers was the submission of the lesson plan on time and not on how to make them. Additional tasks concomitant to teaching further make the work difficult. Handling misbehavior of learners was also found difficult. Specifically mentioned were: defiance, disrespect, inattentiveness, negligence, restlessness, superiority/inferiority, and poor performance. The pre-service teachers’ own financial status and physical well-being were likewise difficult. With meager allowance, they were deprived of meeting some needs and with the activities and volume of work, they are likely to get tired after a day’s work. Nonetheless, teaching also brings along with it joys. Children’s laughter radiates joys and so are the activities done together by both pupils and teachers. Some extra-curricular activities make preservice teachers see places they have not been to. The friendly, respectful greetings bolster their morale. Single acts of thoughtfulness are enough to erase the difficulties and provide psychic satisfaction. Inspite of these difficulties , however, the pre-service teachers pursued the teaching profession. They consider the difficulties as past of the trade , even improved their personalities. Some learned to like teaching and even loved to teach. The ambition to finish a course because they wanted to have a better life or to offer the profession as a “gift” to their parents made them go on. Teaching was the choice of some pre-service teachers and they had the passion for it. Others said they could not ask for more because it seems to be the cheapest course.